Author :
DOI : 10.26449/sssj.1086
Year-Number: 2018-27
Language : null
Konu :
Abstract
Bu çalışmanın amacı çocuklarda empatik eğilim, umut ve öz yeterliğin okula bağlanmayı yordama düzeylerinin incelenmesidir. İlişkisel tarama modelinde gerçekleştirilen çalışmanın bağımlı değişkeni okula bağlanma; bağımsız değişkenleri ise empati, umut ve öz yeterlik olarak belirlenmiştir. Araştırmanın katılımcıları ilkokul 4. sınıfa devam eden 189 öğrenciden oluşmaktadır. Araştırmanın verileri Çocuk ve Ergenler İçin Okula Bağlanma Ölçeği, KA-Sİ Empatik Eğilim Ölçeği (Çocuk Formu), Çocuklarda Umut Ölçeği ve Çocuklar İçin Öz-Yeterlik Ölçeği ile toplanmış; verilerin analizinde betimleyici istatistikler, Pearson Momentler Çarpımı Korelasyon Katsayısı, Hiyerarşik Regresyon Analizi kullanılmıştır. Araştırma sonunda, empatik eğilim, öz yeterlik ve umut değişkenlerinin okula bağlanmayı anlamlı düzeyde yordadığı belirlenmiştir. Buna göre, çocukların empatik eğilimleri, öz yeterlik ve umut düzeyleri arttıkça okula bağlanma, öğretmene bağlanma ve arkadaşa bağlanma düzeyleri artmaktadır. Okul psikolojik danışma ve rehberlik çalışmaları kapsamında çocukların okula bağlanma düzeylerinin artırılmasında, empatik eğilim, umut ve öz yeterlik düzeylerinin geliştirilmesinin yararlı olacağı düşünülmektedir. A
Keywords
Abstract
The aim of this study is investigated the predictive levels by the empathic tendency, hope and self-sufficiency of school attachment in children. The dependent variable of the study, ,the relational screening model, was connected to school; and independent variables were determined as empathy, hope and self-efficacy. The participants of the study consisted of 189 students attending elementary school. The data of the research was collected by using the Child Attachment Scale for Child and Adolescents Scale, KA-Sİ Empathic Tendency Scale (Child Form), Hope Scale for Children and Self-Efficacy Scale for Children. At the end of the study, it was determined that the variables of empathic tendency, self-efficacy and hope significantly predicted school attachment with teacher attachment, attachment to friends, and school attachment. According to this, as the empathic tendencies, self-efficacy and hope levels of children increase, the levels of attachment to the school, attachment to the teacher and attachment to the friend increase. In the context of school counseling and guidance, it is thought that improving empathic tendency, hope and self-efficacy levels in increasing children's school attachment levels.
Keywords
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